Most used specific standardised measures.

This scoping review systematically analyses and synthesises empirical evidence on measures and intervention programmes aimed at promoting socio-emotional competencies (SECs) in university students in socio-educational and healthcare fields. A comprehensive literature search was conducted of the Scopus, PubMed, ERIC and PsycINFO databases, and a narrative synthesis approach was employed to analyse the findings from a total of 288 studies. The results highlight a general consensus on the importance of fostering SECs in university students in both fields, while revealing a significant lack of research in the socio-educational sector. Regarding both populations, a notable heterogeneity was found in the measurement of SECs and in the wide variety of tools used, which were based on different theoretical approaches, and were often not standardised or not exclusively designed to measure this type of competencies. In the intervention programmes reviewed, the SECs most frequently promoted were empathy and interpersonal emotional perception, communication, and identification, understanding, and regulation of one’s own emotions. Nonetheless, many studies lacked detailed reporting on the theoretical frameworks and intervention procedures applied, therefore limiting their replicability. Future intervention programmes should align targeted competencies with students’ profiles, future roles and professional needs, using standardised, profile-adapted measures to better evaluate their effectiveness.

本范围综述（scoping review）系统分析并综合了针对社会教育与医疗领域大学生社会情绪能力（socio-emotional competencies, SECs）提升措施与干预项目的实证研究证据。研究团队对Scopus、PubMed、ERIC及PsycINFO数据库开展了全面文献检索，并采用叙述性综合法对共计288项研究的结果进行分析。研究结果显示，学界普遍认可两大领域内大学生社会情绪能力培养的重要性，但同时也暴露出社会教育领域相关研究严重不足的问题。针对两类学生群体，研究发现社会情绪能力的测量方式及所用工具存在显著异质性：这些工具基于不同的理论框架构建，且大多未经过标准化处理，亦非专门用于测量此类能力。在所综述的干预项目中，最常被推广培养的社会情绪能力包括共情与人际情绪感知、沟通能力，以及对自身情绪的识别、理解与调节能力。然而，多数研究未对所用理论框架与干预流程进行详细说明，这限制了相关研究的可复制性。未来的干预项目应将目标能力与学生的个体特质、未来职业角色及专业需求相匹配，并采用标准化且适配个体特质的测量工具，以更精准地评估干预效果。